Reconceptualizing Analysis and Invention in a Post-Technê Classroom: A Comparative Study of Technical Communication Students

Miles, Katherine

doi:10.1080/10572250903373056

Cited by 7 publications

(2 citation statements)

References 9 publications

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“…The book significantly contributes to the growing body of research in the rhetoric of health and medicine, specifically scholarship on socialization in the medical profession (Lingard & Haber, 1999; Schryer, Lingard, & Stafford, 2007), the use of visual displays in day-to-day healthcare (Newman, 2009; Teston, 2012), and the epideictic dimension of medical work (Detweiler, 2008; Keränen, 2001; Segal, 2005; Zerbe, 2004). Fountain’s study extends this previous work by drawing connections between learning in medical settings and increasing concern with the role of embodiment and embodied practice in TPC (Cushman, 2015; Haas & White, 2001; Hawk, 2004; Meloncon, 2013; Miles, 2009; Rivers, 2011; Sauer, 2002). Moreover, the book makes visible the apodeictic and epideictic displays that structure and support learning in the medical profession.…”

Section: Reviewed By: Kyle P Vealey West Chester University West Chester Pa Usasupporting

confidence: 58%

Kenny Fountain, T. (2014). Rhetoric in the Flesh: Trained Vision, Technical Expertise, and the Gross Anatomy Lab

Vealey¹

2016

Journal of Technical Writing and Communication

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T. Kenny Fountain's Rhetoric in the Flesh: Trained Vision, Technical Expertise, and the Gross Anatomy Lab (2014) is the second of ATTW's Book Series in Technical and Professional Communication (TPC). Drawing from a yearlong ethnographic study of the gross anatomy lab, Fountain explores the role of embodied practices in the development of technical expertise. Specifically, he argues that medical students acquire expertise not through the mastery or possession of abstract anatomical knowledge but through the development of a trained perspective that encourages them to "see, feel, and think the way a physician does, and [learn] to respond to displays and objects, such as the body, as a physician would" (p. 9). At the heart of this argument is a compelling call for scholars of TPC to reimagine learning and the formation of technical expertise as a deeply rhetorical, social, and embodied endeavor.Chapter 1 opens by situating the book's core argument in TPC's long history with questions of what constitutes expertise in technical professions. Building on past conceptions of workplace socialization (

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Section: Reviewed By: Kyle P Vealey West Chester University West Chester Pa Usasupporting

confidence: 58%

Kenny Fountain, T. (2014). Rhetoric in the Flesh: Trained Vision, Technical Expertise, and the Gross Anatomy Lab

Vealey¹

2016

Journal of Technical Writing and Communication

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“…Indeed, within many universities, teacher research (and pedagogical/classroom research in general) is discounted as being something other than real research, particularly by tenure boards (Blakeslee, 2009). In reality, though, our scholarship indicates that our discipline has accepted classroom research as valuable for over a decade (e.g., Barton & Heiman, 2012;Dannels, 2000Miles, 2009). In fact, much of our published classroom research takes place in the author's own classroom, with or without a collaborating teacher/researcher and author (e.g., Artemeva, Logie, & St.-Martin, 1999;Cargile Cook, 2002;Fischer, 2007;Lutz & Fuller, 2007;Paretti, 2006Walters, 2010).…”

Section: In Defense Of Teacher Researchmentioning

confidence: 96%

WikiPedience: Teaching Students to Write for Nonacademic Audiences

McCaffery

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As a qualitative study and that employs teacher research methods and activity theory analysis, this dissertation explores the effectiveness of an assignment designed to both teach introductory technical and business communication students how to better write for nonacademic (workplace) audiences and to facilitate skills and knowledge transfer using Wikipedia as a writing medium. In particular, it explores the potential and problems that can arise when contradiction, something that can interfere with an individual's successful completion of a task, is used to promote student learning. In a three-article format, the author presents case studies of one technical communication student and three business communication students and narrates the surprises and struggles of researching and writing a dissertation in which the data leads in a direction other than her original intention. The first article presents the narrative of Penni17, a chemical engineering student enrolled in introductory technical communication, whose anxiety over the assignment ultimately revealed a contradiction between the student's and instructor's perceptions and interpretations of the instructor's learning goals and interfered with the student's learning. The second article presents the narratives of three business communication students who similarly misunderstood their instructors' learning goals, the terminology he used to describe their tasks, and his purpose in using Wikipedia as a medium. For these students and the majority of their classmates, the contradictions that arose contributed to their lack of motivation to work on the assignment and inhibited their learning. However, when one student was able to negotiate the contradiction she faced with another's help, her learning progressed. The third article is a teacher-research narrative that presents the author's own struggles to keep the dissertation focused on audience (and what students learned about vii writing for audience) rather than on learning and contradiction, and concludes that teaching audience is much more complicated than the professional communication field has previously acknowledged or treated it. The author argues for a more expansive (less isolated, or situated) view of audience than that which currently exists within the field. Ultimately, the author argues for an approach to teaching audience that complicates students' notions of audience and introduces the deliberate use and concept of contradiction in the classroom to promote student learning. All of the interest in Aristotle's Rhetoric had served to put the focus of rhetoric and composition scholars on the concept of audience. Inevitably, however, scholars would point out that there was a problem with using the Rhetoric as a model for a modern concept of audience or method of audience analysis. The Rhetoric was "a rhetoric for speech occasions" (Porter, 1992, p. 21), which differed tremendously from writers' circumstances. While audience analysis could be useful for determining how to tailor information for audienc...

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Metaverse Applications in Education: Systematic Literature Review and Bibliographic Analysis of 2010–2022

Sirvermez,

Baltaci

2023

Studies in Big Data

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Reconceptualizing Analysis and Invention in a Post-Technê Classroom: A Comparative Study of Technical Communication Students

Cited by 7 publications

References 9 publications

Kenny Fountain, T. (2014). Rhetoric in the Flesh: Trained Vision, Technical Expertise, and the Gross Anatomy Lab

Kenny Fountain, T. (2014). Rhetoric in the Flesh: Trained Vision, Technical Expertise, and the Gross Anatomy Lab

WikiPedience: Teaching Students to Write for Nonacademic Audiences

Metaverse Applications in Education: Systematic Literature Review and Bibliographic Analysis of 2010–2022

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